Disrupting language of instruction policy at a classroom level: Oracy examples from South Africa and Zambia
Disrupting language of instruction policy at a classroom level: Oracy examples from South Africa and Zambia
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破坏课堂教学语言政策：来自南非和赞比亚的口语示例
DOI：
10.1111/lit.12302
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发表时间：
2022
期刊：
影响因子：
1.3
通讯作者：
Clare Woodward
中科院分区：
文献类型：
--
作者：
Liz Chamberlain;Lucy Rodriguez;Clare Woodward
全球南方的教育政策往往侧重于两个领域：以学生为中心的教育(LCE)和教学语言(LOI)。十多年来，LCE在整个撒哈拉以南非洲地区得到推广，并被称为“政策灵丹妙药”。LCE的基本前提是，通过积极参与，它为学习者提供了对他们学习什么以及如何学习的实质性控制。涉及对话的结对和小组活动是LCE的关键方面；然而，在教师和学生在fiSocial loi方面缺乏专业知识的情况下，这种教学方法的EFficacy受到了质疑。根据南非和赞比亚早年的观察数据和小学课堂实践，本文提供了一个关于重视口头表达和合法化多语言使用如何改变课堂动态和教师与儿童之间互动的论述。鼓励将跨语言转换作为一种教学方法，能够通过对话更有效地创造意义，并支持教学转向更多以学习者为中心的课堂。探索专业发展激发变化的潜力，我们关键地指出了实践中的一些可观察到的变化，以及挑战，使从业者在转移到更多语言的课堂的同时，同时在LOI政策下运作。
Education policy in the Global South often focuses on two areas: learner-centred education (LCE) and language of instruction (LoI). For over a decade, LCE has been promoted throughout sub-Saharan Africa and has been referred to as a ‘ policy panacea ’ . The basic premise of LCE is that it offers learners substantial control over what and how they learn through active engagement. Pair and group work involving talk are key aspects of LCE; however, in contexts where teachers and students are not pro fi cient in the of fi cial LoI, the ef fi cacy of this pedagogic approach is brought into question. Drawing on vignettes based on observational data of early years and primary classroom practice in South Africa and Zambia, this paper offers a discursive exploration of how valuing oracy and legitimising multilingualism alter classroom dynamics and interactions between teachers and children. En-couraging translanguaging as a pedagogical approach enables more effective meaning-making through talk and supports pedagogic shifts to more learner-centred classrooms. Exploring the potential of professional development to inspire change, we criti-cally draw out some of the observable shifts in practice, alongside the challenges, for practitioners moving to a more multilingual classroom whilst simul-taneously operating within the LoI policy.
走向社会和认知正义方法，探索英语作为基础教育教学语言的不公正性
影响因子：
3.3
作者：
Milligan L
通讯作者：
Milligan L